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ANNOUNCEMENTS COMMITTEE CALL
Vol 6, No 2 (2015)
Gender and Genders TABLE OF CONTENTS ISSN: 2319-7323 Pagina 1 di 1 Vol 6, No 2 (2015) 27/08/2018 https://riviste.unimc.it/index.php/es_s/issue/view/77
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OPEN JOURNAL SYSTEMS
Journal Help Search Search Scope All Search BROWSE • By Issue • By Author • By Title • Other Journals F ONT S IZ E
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ANNOUNCEMENTS COMMITTEE CALL
Vol 6, No 2 (2015)
Gender and Genders
Table of Contents
Editorial
MICHELE CORSI, MARIA BEATRIZ RODRIGUES, MASSIMILIANO STRAMAGLIA
PDF 5-10
The Present State(s) and Future Direction(s) of Gender. Troubling the Binary Beyond Nature Versus Nurture
JASON LAKER
PDF 13-19
Gender, citizenship, education. Asymmetric identities
SIMONETTA ULIVIERI
PDF 21-36
About gender. From egalitarianism and gender post-feminism, to the model of equity in the difference
ANGELA APARISI MIRALLES
PDF 37-50
Phenomenological fndings on gender identity, in the perspective of education
ANTONIO BELLINGRERI
PDF 51-61
The Elusive Intimacy. Fluidity and Solidity in Same-Sex Couples
MASSIMILIANO STRAMAGLIA
PDF 63-80
What purpose, if any, could a feminine theory of education serve today?
GIUSEPPINA D'ADDELFIO
PDF 81-99
Development, gender and family
AURORA BERNAL
PDF 101-116
Metamorphosis of paternity. An intersection of genders among denial, repression and care
CARMELA COVATO
PDF 117-125
Gender Stereotypes in Childhood: When is Difference Born?
IRENE BIEMMI
PDF 127-135
Performance of Brazilian dyslexic students in reading: a comparative study by gender
ADRIANA MARQUES DE OLIVEIRA, GISELI DONADON GERMANO, SIMONE APARECIDA CAPELLINI
PDF 137-149
Women at work in Brazil
MARIA BEATRIZ RODRIGUES
PDF 151-164
Emancipation, Violence, Cosmopolitan Engagement: the Inner Paradox of Education
VASCO D'AGNESE PDF 167-179 Pedagogical Lexicon GIUSEPPE BURGIO PDF 181-190
Additional Reference List
GIUSEPPE BURGIO
PDF 191-200
Book reviews
VALERIO FERRO ALLODOLA, GIUSEPPE BURGIO, MASSIMILIANO STRAMAGLIA
PDF 201-208 ISSN: 2319-7323 Pagina 1 di 1 Vol 6, No 2 (2015) 27/08/2018 https://riviste.unimc.it/index.php/es_s/issue/view/77/showToc
5
EDITORIAL
Comprehending the Present. No Fear for the Future
M
ICHELEC
ORSI, M
ARIAB
EATRIZR
ODRIGUES& M
ASSIMILIANOS
TRAMAGLIAFear lets you understand nothing. Better, fear, like any other feeling, can be a possible key to access the explanation of phenomena. Or, to an inter-connected number of events. But, beware do not stop there! Intelligence would come out at least mortiied.
No ideology – all ideologies without exception –, if applied as immu-table scheme of interpretation and whished as reality plotter, can alone comprehend, or rather com-prendere (in Italian take-with you) all pheno-mena; even worse is the unacceptable aspect of ideologies that become goals rather than means. hus, the “objective” is distorted, it is not anymore a noble application, it becomes a “one sided” imprecise and misleading in-terpretation. In one word: false.
he theme of this issue is in perfect harmony with such approaches like: gender, new genders and education.
his is especially true in Italy, which is the country where “Education Sciences & Society” is published.
At the same time, it applies to other European countries, one example is Putin’s Russia. Or, around the world: from a minority part of the USA to Islamic countries, or yet other countries where “religious” components are in some manner politically prevalent.
On the contrary, we have to make room for three key words that are prospectively carriers and irreplaceable banners: the person, democracy, science. heir declension should be in the plural.
To all people, in St homas’ approach: no person is an accident of the history.
All democracies are gradual journeys toward reality, to its comprehen-sion and implementation, and to the practicability of new progressive forms of citizenship, which can overcome every exclusion and marginality. May they be actual or potential, and use wisdom and clairvoyance. To build the best possible history. For everyone.
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GENDER AND GENDERS
All sciences are complex machines, each one of them in its own mode, they interpret (diagnosis) and manage (prognosis and therapy). Sciences belong to those investigative micro-faces of the complex and polyhedric crystals that make human societies, no one excluded. Or, on another level, the entire humanity.
For the purpose of this issue nature and culture are in opposition with each-other, this has been sustained, or proposed for sustaining, and authoritatively credited even in recent times. We have deliberately forgotten the scientiically credited entwinement of the two, which has been shown by multi-scientiic li-terature for over a century, with undisputed and clear modalities. his modali-ties have implicitly been known for centuries. At least in pedagogy, Rousseau, in his relationship with individuals, nature and environment, exempliied it brilliantly with his writing, especially in the Emile. he same is valid for the dynamics between persons and society in sociology. Or, for the explanation of personal development and choices including the sexual and afective ones, and also the social and relational ones, which are supplied by psychologies and psychoanalysis; it starts from Freud’s construction of the personality, its special interpretation of childhood, all families and the adults of reference. Last but not least the parents. Yes, the parents. Who had other fathers and mothers upstream. A trans-generational script that often has never been interrupted and became increasingly complicated. Meanwhile, commerce does not create events. On the contrary, it nourishes them because it accepts them. When pontiicating about separation or divorce, or in this case homosexuals, bi-sexuals, transsexuals and more, and even heterobi-sexuals, we overlook the fact that even in personal redetermination it is always possible and often practi-cable: everybody is the chemical sum of a long preceding, and often future, history. Equally, personal freedom is always burdened by a number of variables that were not chosen but sufered. Each tree (a person) has roots deep down in a terrain that he did not chose. his does not happen as by chance, but the case must be comprehended and re-com-prehended. Every event reminds to a precise cause, or to causes that surely exist even if they are “unknown” today. In other words they are “non linear”, uneven or better “intricate”, they do not necessarily have a determined cause-efect sequence, which could allow causes to be identiied, and the predictability of the efects. In other words, a number of causes can present “interchanges” that alter their consequentiality.
his is a double reminder that education can produce and regenerate be-haviours while giving life to other to bebe-haviours that can be diferent or of a opposite sign.
Editorial 7
EDUCATION SCIENCES & SOCIETY
Pedagogy must be authentically scientiic in every aspect, never precon-ceived but relationally and formally objective.
he universe reminds to the normative Logos that built it: therefore the case is denied, everything happens out of necessity; it can be sustained that the case derives from the ignorance of the cause.
Finally, Christian philosophy, with its speciicity, sustains that human intellect cannot understand all causes that make the real or perceived world (for example: the gestalt-theorie), and gives to the case what belongs to the mysterious designs of the divine providence that presides and regulates every event.
So, why should we fear the present complexity? After all, tomorrow everything could change or be something else?
On the background of all sciences: biology and neurosciences could provide, in the future, new interpretative keys to “govern” history.
Finally, the theory of Catastrophes distinguishes the above sciences in positive and negative ones. It interprets history as a breakneck catastrophic system. In any case, it is history in the making that splits them.
herefore: respect. We accept its etymological meaning of re-aspicio. We should see the others for what they are and not what we would like them to be, welcoming without interpreting them through lens altered by prejudg-ments, distortions and emotionality. To linger on them, approaching the limits without invading them. We should see the others again, whenever needed, to feel them as “next” and not as a “threat”. We can truly give way to solidarity; but not only as we like it to be: favouring someone, but saying no to another one. However, to live in true solidarity we must always be wel-coming to all its possible forms and manifestations. Here too, intelligence and judgment are needed. Society will inally become human. Since, it is not human yet. So that the person can display all his potentials. So that we can all be protagonists ourselves. Being fully responsible toward the others. here is a long journey to be travelled. Alone or in company. Sciences are expected to take this path in their becoming. his is pertinent to peda-gogy as “human science in its becoming”. It belongs to education too. And to the highly righteous intertwinement of the two, opening to all forms of learning.
We started the journey with this issue. Articles from previous issues will surface at times. In the light of the philosophy here explained, we wanted open choral voices to refer to hermeneutics that difer at sources and come from diferent parts of the world. Lay and Catholics. Italians, Spaniards,
8 Editorial
GENDER AND GENDERS
Brazilians and Americans. We privileged English as it is the most vehicu-lar language to increase confrontation. Women and men. Everyone’s ex-perience is an added value, hermeneutic and projecting. In other words, it is a meta-interpretative element in a non trivialised con-text. his Editorial has a triple signature, one Brazilian: Maria Beatriz Rodrigues from the Federal University of Rio Grande do Sul, Porto Alegre; and two Italians: the Director and Massimiliano Stramaglia – from the University of Macerata. hey represent diferent generations too. hey bring reasons for the complexity of human and scientiic experience. he two countries experience diferent pluralities. In distant unresolved forms. Whose trans-national miscegenation is undeniable. he present globalised work stays in the background, with its import-export of everything: goods, lifestyles, behaviours, hopes and disappointments. Solitude.
his explains Stramaglia’s contribution which alternates between af-fectivity and sexuality, with a special emphasis on intimacy. Intimacy is the opposite of solitude, the sick or the absent one in our contem-poraneity. But, it is also the good fuel, hard to die, the starter of all possible solidarities. Human, relational, social and planetary solidarities at the highest level. Our attention is turned especially toward the cou-ples, which means all possible forms and dimensions of being couples. Intimacy is not intimism – or complicity, although the latter ones derive from the earlier. To become real, intimacy needs also rules. For example, in Italy this acknowledgement is denied to the homosexuals and to the “new genders”. he situation produced in the same week, from June 13 to June 20, two diferent opposite events in the same city, Rome: gay pride and family day.
We do not intend to judge these two diverging happenings. Or if their statements are right or not. here is reason to be proud in being homo-sexual – because it inevitably produces the pride in being heterohomo-sexuals. he latter could be one of the “statements” of the second event, which sup-ports a single family model. Model disavowed, rightly or wrongly, by the history of the last decade in Italy and the rest of the world. his includes the Catholic, or Christian, worlds.
In some way, the continuing absurd lack of legislation produced emo-tions, and to a lesser extent “thoughts” that concern the former (there are all kinds of resolving hypotheses, sometimes unusual and imaginative ones: yes, to same sex couple’s recognition, should pay taxes like everyone, but no reversible pension – even if they have “always” been together – which is
Editorial 9
EDUCATION SCIENCES & SOCIETY
allowed to separated heterosexuals – because homosexuals are second class citizens, despite the universality of principles and democracy); while the latter invoke high distinctions like the walls of Jericho or Berlin, the Great China wall and the announced Hungarian wall at the Serbian border. In this view, a wall should be built against the law draft by Senator Monica Cirinnà, that is now examined in the Upper House, and that would disci-pline civil unions for cohabiting and same sex couples, introducing a new juridical institution (surely not sacramental or civil “marriage”) based on the second article of the Italian constitution.
History teaches that all these “borders” crumbled down, ruinously. he Empire of China made room for Mao’s communism, DDR’s communism to uniied Germany, the Euro and Ms Merkel anything but Marxists. And the propagandist announcement of the Hungarian government must deal with President Draghi of the European Central Bank. At the end of the day, sovereignties have become mostly trans-national.
Rules have their roots in reciprocal respect and thrive on it – respect makes the tie and the chance to make educational relationships – instead, according to hom they create the “positive catastrophes”. Or, they make history and society more human and welcoming, assuring all people’s life, no one excluded. hey reduce the deafening noise of the confrontation of the reciprocal opposition: from the pro-vocations of the gay pride to the “slogans” of the family day.
Readers of this editorial would have understood that the choice we are making here difers from previous issues. he choice is not to summarise the articles contained in this issue. Articles will speak for themselves. he purpose is not to lessen the argumentative, pedagogical and civil impact. Even if they remain with their diferences. Because these are texts part of other texts (with many reminders and openings contained inside, which are made of contents and quotations, of values and interpretations) which can contribute, each with its speciic, little or big, to connote the creation of an “inclusive speciicity”.
It is here that the voices and notes of the interventions of this issue begin: from the “feminine” present in the contributions of Angela Aparisi Miralles and Giuseppina D’Addelio to the “masculine” – and the “pa-ternal” – in Jason A. Laker and Carmela Covato; to “gender identity” – and “gender” – that is found in the perspective of familial educating rela-tionships and the international polices related to them, which are discussed by Aurora Bernal and Antonio Bellingreri. From there we reach “social
10 Editorial
GENDER AND GENDERS
and cultural conditionings” that conceal in a not that thin a i ligree the “formation of identity” in Irene Biemmi; from the “asymmetrical iden-tities” explored by Simonetta Ulivieri to the “leeting intimacy” analysed by Massimiliano Stramaglia: a real kaleidoscope of diferent viewpoints, which are precise and solid, which give the reasons of an equally varied and multiple humanity. Wealthy. We found wealth in all aspect. hese elements are nobly suspended between educational projects and complex operations of full citizenship for everyone: singles, genders, groups and categories. he inal landing is a civilization really equal to the society that characterises it for the most, as well as its constitutional meaning, to the persons with disa-bilities, a theme treated in the articles by Simone Aparecida Capellini and
Finally, there is the contribution in “Alia” by Vasco D’Agnese, who discerns about emancipation and violence on the plane of the paradoxes found inside educational processes, to con-textually complete the picture rendered in this article.
To support the issue, there is the “pedagogical Lexicon” and the “reaso-ned Bibliography” carefully edited by Giuseppe Burgio.
A inal note to end this Editorial.
Overall, we believe that this issue can be inserted as a “text” at object-study level: the one of “gender”, “new genders” and their “education”. While it is a “meta-text”, on the pedagogical disciplinary level – a new challenge to be picked up – which is constituted by human and civil “full citizenship”. herefore, representative rights and duties are to be recognised and inesca-pably given to all citizens of the world, who ask “not to be – or feel – refu-gees from themselves”, almost like a “political asylum”.
We “end” with a last “provocation” drawing from one of the greatest and illuminated spirits who proposed the “value of freedom”, thought and thinking, to their contemporaries and future generations, François Marie Arouet – known with the pen name Voltaire – and some of his famous quotes, especially for those who may not agree with some views or perspec-tives contained in this issue.
From the most famous: “do not agree with what you have to say, but I’ll defend to the death your right to say it ” to lesser famous ones: “Tolerance has never provoked a civil war; intolerance has covered the Earth with massacres” – while “intolerance produces nothing but hypocrites or rebels: what a deadly alternative!”; and, inally “Love is a canvas furnished by natu-re and embroidenatu-red by imagination”, sending us home with a hope : “time is an honest man [who] puts everything in place”.
